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05.02. Enunciative analysis of impaired speech samples: speech acts - 96MainelementDimension of the speechactValueLinguisticcomponentSpeakerILLOCUTIONARYIllocutionary actHaving certain communicative intention("illocutional force")PragmaticsMessageLOCUTIONARYEnunciative act Making sounds of the language PhonologyLexicalPropositional actOrganising these sounds into a chain ofmeaningSemanticMorphosyntaxReceiverPERLOCUTIONARYPerlocutionary actEffect achieved in the receiverWhen we analyse data from speakers with motor aphasias, characterised by anomie andarticulatory failure, we can see, however, that enunciative acts, deprived of propositionalcontent, fulfil an essential dialogic function. In these cases, we refer to speech acts activatinginferences, as they enable the speaker to state their proposals of interpretation.Type of act Searle's definition ExamplesRepresentative The act refers to a certain state of things assertions, affirmations, beliefsDirectiveExpressiveCommissiveDeclarativeThe act provokes certain behaviour in the listenerThe act expresses a pyschological stateThe speaker commits to performing a future actThe utterance of a particular enunciation in certain social andcultural conditions provokes certain consequences in thatcontextquestions, suggestions, invitations,calls, requestscongratulations, thanks,condolencesdares, bets, oaths, promises,challengesbaptisms, declarations of war,inaugurations, signing contractsAs regards the effective performance of ILLOCUTIONARY SPEECH ACTS, we find that it is possiblefor speakers with aphasia. The difficulties, as we have pointed out above, affect the locutionaryand propositional dimension, in which grammar is involved (Gallardo 2005). If we accept theclassic classification proposed by J. Searle (1976), we see that the PerLA corpus provides cases ofall kinds of performance except for the declarative act, which is of necessity linked to differentsocial and communicative contexts to those of the recordings (although the informed consentthat many of our subjects have been able to sign in fact shows these declarative features).Linguistic Analysis of Speech Language DisordersBeatriz Gallardo Paúls. Course 2008-2009.
05.02. Enunciative analysis of impaired speech samples: speech acts - 97These speech acts, which Searle groups according to their illocutional force, can also beclassified according to the place they typically occupy within the intervention, as we should notlose sight of the fact that they are always used effectively in interactive, dialogic contexts. This iswhy, in our view, it is important to consider two basic types of speech act according to theirrelevance in the turn taking system:• dynamic or linking acts, that are effectively used to regulate turn taking; they can beretro-active or projective, according to their occurrence they refer to either theprevious or the next turn.• static or constitutive acts: limited to development of the topic whilst maintaining theturn pattern.In addition, there are some linguistic elements that seem to specialise in producing dynamicspeech acts:• Retro-active linking turns: prefaces (marking the relation with the previousintervention: markers, prefaces, erroneous position markers, disjunctive markers,contrast markers) and restarts (when the speaker interrupts themselves at thebeginning of the turn, used for getting attention).• Projective linking turns: signal the end of the intervention and turn handover: theyare basically tag questions (“¿no?”, “¿eh?”, “¿sabes?”) and extension phrases (“y eso", “ynada”).Speakers with motor aphasia tend to over-exploit some of these structures, in order to checkthey are being understood by their conversational partner, and this enables them to keep theirturn despite their possible slowness/difficulty.* * * *Together with the typology of speech acts according to their illocutional force and their place inthe intervention, there is a third classification that is relevant to clinical pragmatics, dealingwith the conversational level at which the speech act is situated. We can thus differentiatebetween:• substantive acts (that are themselves the utterance or message) and• control or metacommunicative acts (that refer to aspects of the utterance).When verbal activity itself becomes the object of a communicative act, as occurs in languagetherapy sessions, this distinction is relevant for the speech therapist, as their intervention reliesprecisely on control acts. From the conversational point of view, control acts are useful fortriggering rectification exchanges and, in general, dialogic management metacommunicativebehaviours. In this sense, and within what we are calling control acts, Carolyn Letts (1985) 10distinguishes two basic speech acts in speech therapists' activity:1. Organisers:1.1. start activities (limiting and guiding markers: “bueno”, “bien”, “a ver”, “qué iba adecir yo”).1.2. ensure the activity flows smoothly: attention grabbers (“oye”, “mira una cosa”),behaviour modifiers (“espera, no te levantes aún”), testers of understanding(“¿no?”, “¿de acuerdo?”, “¿lo entiendes?”), repetition requests (“¿perdona?”, “¿me lorepites?”)10 Letts, Carolyn (1985): “Linguistic interaction in the clinic. How do therapists do therapy?”, ChildLanguage Teaching and Therapy 1(3), 321-331.Linguistic Analysis of Speech Language DisordersBeatriz Gallardo Paúls. Course 2008-2009.
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